Earticle

초록

영어

The current study aimed to investigate the relationship between the integrated writing tasks and strategy use in L2 learning depending on the different proficiency levels. Sixty university students were classified into two groups—the lower proficiency group and the higher proficiency group—based on their general English performance with 30 students for each group. For the study, the integrated reading-to-write task and the strategy inventory for integrated writing questionnaire were administered to gauge the learners’ writing outcomes and writing strategy use in general. The results revealed that there was a significant difference in the self-regulatory strategy use between the two groups. The findings also demonstrated writing test scores and test-wiseness strategy showed a positive correlation in the lower proficiency group while these two variables indicated a negative correlation in the higher proficiency group. Pedagogical implications were made based on the results.

목차

I. Introduction
 II. Literature Review
  2.1 Integrated Reading-Writing Process Theories
  2.2 Variables Affecting Integrated Reading-Writing Tasks
  2.3 Integrated Writing Tasks and Strategy Use
 III. Methods
  3.1 Participants
  3.2 Instruments
  3.3 Procedures and Data Analysis
 IV. Results and Discussion
  4.1 Results for the Strategy Use by Proficiency Differences
  4.2 Results for the Relationship between Writing Performance and Strategy Use by Proficiency Differences
 V. Conclusion
 References
 Appendix
 Abstract

키워드

저자

• Jee Hyun Ma [ Chonnam National University ]
• Young Ah Cho [ Dongshin University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820